EDAM 5305 Chapter 8 Committing to a LearningCentered

EDAM 5305 Chapter 8 Committing to a Learning-Centered Schedule

Scheduling n n A crucial aspect of school effectiveness and plays am important role in delivering a quality curriculum It is the mechanism by which resources are allocated – time, space and personnel They who control the schedule control the school’s resources A crucial element in instructional design and redesign.

Characteristics of a Learning Centered Schedule Maximizes instructional time n Facilitates professional growth n Reflects grouping practices n Gives teachers a teachable situation n Is flexible and learning oriented n Is responsive to the needs of students and teachers n

The Nature of a Learning Centered Schedule Some are contradictory n The scheduling making process is essentially a negotiation of trade-offs that results in the best combination of several compromises n High schools face more challenging constraints n

Maximizing Instructional Time – First and most important characteristic – Non instructional time should be kept to a minimum – Teachers teach differently – some may give more time to specific activities - Intrusive behaviors such as calling students from class, shortening class time, assemblies, dismissing early, etc. should be kept to a minimum

Facilitating Professional Growth • Teachers need more time for planning and professional growth • Teachers need time for collaborative planning

Reflecting Healthy Group Practices – – – Tracking Between class grouping Within class grouping

Summary of the Research on Ability Grouping n n n Curriculum tracking has weaknesses Ability grouping for the gifted seems effective Motivation is present for high ability students Heterogeneity poses special problems for teachers Heterogeneous between class grouping achieves better results Within class grouping most effective in math

Providing a Teachable Situation – A teachable situation includes the following elements: n n n Class size is manageable The ability range is not to extreme Teachers are teaching in the area for which they have prepared Teachers have access to good facilities, materials, and equipment Students are not disruptive

Providing Flexibility in Using Time n n The best schedules serve the requirements of the teaching/learning transaction In most schools, learning is controlled by the schedule

Types of Schedules Modular schedules n Block of time schedules n Rotating period schedules n The six day cycle n

Responding to Personal Needs Reminder that students and teachers are human beings n Consideration should be given to them. They need time to relax, eat and take care of personal needs. n

Collective Action for Learning Centered Schedules n n 1. How shall we organize the program of studies, grade by grade? 2. How shall we assign students to this program of studies? 3. By what processes shall we staff for this program of studies? 4. What type of schedule can give the instructional staff the flexibility they need?

Collective Action (cont’d) 5. How should time allocated to the several subjects? n 6. By what processes can space be allocated for maximum learning? n 7. How can the personal needs of students and teachers be accommodated? n

How the Principal and Teachers Can Make More Effective Use of the Existing Schedule The principal can work with the teachers n The principal and teachers can collaborate n The principal and teachers can extend learning time n

Chapter Summary Developing a learning centered schedule is an important function n Accomplished with active staff input n It protects instructional time n Considered a planning tool for curriculum and instructional design n